ARTIKEL.pdf

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USING TWITTER AS MEDIA IN TEACHING WRITTEN RECOUNT

TEXT: A CASE OF THE EIGHTH GRADE STUDENTS OF SMP N 39

SEMARANG IN THE 2014/2015 ACADEMIC YEAR

a Final Project

Submitted in partial fulfillment of the requirements

For the degree of Sarjana Pendidikan

In English

by

Reza Adi Nugraha

09420279

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

UNIVERSITAS PGRI SEMARANG

2015

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ABSTRACT

Nugraha, Reza Adi. 09420279. 2014. Using Twitter as Media in Teaching Written

Recount Text: a Case of the Eighth Grade Students of SMP N 39 Semarang in

academic year 2013- 2014. Final Project, English Department.Faculty of

Language and Arts Education, UNIVERSITAS PGRI Semarang. Advisor I: Sri

Wahyuni S.Pd., M.Pd. Advisor II: Ririn Ambarini S.Pd., M.Hum.

The objectives of this research are: (1) to find out the students ability in writing skill among the eighth grade students of SMP N 39 Semarang taught with using

Twitter. (2) to find out the students ability in writing skill among the eighth grade students of SMP N 39 Semarang taught without using Twitter. (3) to know

whether there is any significant difference of the students ability in writing skill among the eighth grade students of SMP N 39 Semarang taught with and without

using Twitter.

This research involved two classes of the eighth grade students of SMP N 39

Semarang. The instrument to collect the data is writing test and questionnaire. In

this research, the writer analyzes the data base on the analysis grammatical error,

punctuation, organization of text, style and logical development that are found in

students recount text. In collecting data, the writer gives a writing test; the writing test held in two steps, there are pre-test and post-test. The writer asks the

students to write a recount text by being their twitter account for post-test. The

writer uses (t) test to analyze the data. The result of analysis shows (1) that the

most difficulties found in students work sheet are a grammatical error and logical development. Most of students cannot arrange their word into a logical

development paragraph and write into a correct grammatical structure, especially

in control class taught without using twitter. (2) The students in experimental

class got improvement in their writing skill after being taught using twitter, the

students ability in writing a recount text got better than before they taught without using twitter.

In conclusion, using twitter is very helpful, enjoyable, interesting and it can avoid

the boredom of the students in learning English. The students can write a recount text in a good organization of text. Moreover, using twitter to teach a recount text

can help students to express their ideas briefly and build students knowledge for a new experience they got from twitter. It is suggested for the teachers and

education practition to apply the use of twitter to improve the students ability in writing a recount text.

Keywords: writing, recount text, and twitter.

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INTRODUCTION

A. Background of the Study

As the important language, English has been taught early. English is

taught in kindergarten, elementary school, junior high school (SMP), senior

high school (SMA), and university level. Even in certain regions, English has

been taught in elementary school as a local subject. English must be taught in

order to make the students to be able to show their skills in listening, speaking,

reading, and writing. (Kepmendiknas, 2006 number 22 and 23).

Therefore, the writer will focus on Using Twitter as Media in Teaching

Written Recount Text: a Case of the Eighth Grade Students of SMP N 39

Semarang in the 2013/2014 Academic Year.

B. Reason for Choosing the Topic

1. Writing is one of the important of language skills, so writing must be taught

in Junior High School.

2. Twitter can give the motivation for the students, and it can make the student

easy to write.

3. The researcher chooses the eighth grade students of SMP N 39 Semarang

because the writer wants to know the students ability in writing recount

text using twitter.

C. Statements of the Problem

1. To what extent is the students ability in writing recount text with using

Twitter.

2. To what extent is the students ability in writing skill without using Twitter.

3. Is there any significant difference of the students ability in writing skill

with and without using Twitter.

REVIEW OF RELATED LITERATURE

A. General Concept of Writing

1. Definition of Writing

Writing is one of linguistic competences that is expressed in written

(Pardiyono, 2006: 1).

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Most of students find that writing is boring because the process of

writing takes time. As it is stated by Harmer (2004, p.12)

Process of writing is a way of looking at what people do when

they composed written text. It may involve many changes of

direction while the writer chops and changes between the four

main elements. Nevertheless, process writing may not be the

answer in every learning situation. Over emphasis on process

elements may lead us into the process trap.

1. The Types of Writing

Four categories of writing that capture the range of written production

are considered. Each category resembles the categories defined for the

other three skills, but these categories, as always, reflect the uniqueness of

the skill area.

Based on Brown (2004: 220) there are four types of writing

performance:

Based on Brown (2004: 220) there are four types of writing

performance:

b. Imitative

To produce written language, the learners must attain skills in the

fundamental, basic tasks of writing letters, words, punctuation, and very

brief sentence. This category includes the ability to spell correctly and

to perceive phoneme-grapheme correspondences in the English spelling

system. It is a level at which learners are trying to master the mechanics

of writing. At this stage, form is the primary if not exclusive focus,

while context and meaning are of secondary concern.

c. Intensive (controlled)

Beyond the fundamental of imitative writing are skills in producing

appropriate vocabulary within a context, collocations and idioms, and

correct grammatical features up to the length of the sentence. Meaning

and context are of some important of determining correctness and

appropriateness, but most assessment tasks are more concerned whit a

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focus on form, and are rather strictly controlled by the design.

d. Responsive

Here, assessment tasks require learners to perform at a limited

discourse level, connecting sentences into a paragraph and creating

logically connected sequence of two or three paragraphs. Tasks respond

to pedagogical directives, lists of criteria, outlines, and other guidelines.

Genre of writing include brief narratives and descriptions, short reports,

lab reports, summaries, brief responses to reading and interpretations of

chart or graphs.

e. Extensive

Extensive writing implies successful management of all the processes

and strategies of writing for all purposes, up to the length of an essay, a

term paper, a major research project report, or even thesis. Writers focus

on achieving a purpose, organizing and developing ideas logically, using

details to support illustrate ideas, demonstrating syntactic and lexical

variety, and in many cases, engaging in the process of multiple drafts to

achieve a final product. Focus on grammatical forms is limited to

occasional editing or proofreading of a draft.

2. The Importance of Writing

Writing has given an important contribution to human life.

According to Harmer (2004):

In the context of education, writing encourages

students to focus on accurate language use and,

because they think as they write, it may well provoke

language development as they resolve problems which

the writing puts into their minds. (p.31)

It is supported by Harmers opinion Being able to write is a vital

skill for speaker of foreign language as much as for everyone using their

own first language. (2004, p.3)

3. Teaching Writing

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Harmer (2004:41) stated that there are five tasks which teachers have

to perform before, during, and after students writing:

a. Demonstrating

b. Motivating and provoking

c. Supporting

d. Responding

e. Evaluating

4. General Concept of Media

According to Romiszowski quoted by Kasihani K.E Suyanto as (2008:100)

media are any extension of man which allows him to affect other people who

are not in face to face with him. Thus, communication media include letters,

television, film, radio, printed matter and telephone.

Heinich quoted by Kasihani K.E Suyanto as (2008: 101) media are carries of

the messages, messages from teacher to students.

5. General Concept of Twitter

Twitter is used to share the idea, thought, feeling and opinion in the

social media. Twitter is the seventh most-visited website on the internet

(http://www.Twitter.com/about.php).

6. Genre/ Text Type

Genre is a term of grouping text together, representing how to write

the text typically that uses language to respond to recurring situation.

7. Recount Text

Recount text is a text which retells events or experiences in the past to

inform and entertain the reader. This text also has social function, generic

structure, and language features.

METHOD OF THE RESEARCH

A. Research Design

There are two kinds of research methods; they are quantitative

research and qualitative research. The writer had used quantitative research in

which the research design is the statistic group comparison design. This

research had used two groups of subjects in which each of them had been

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treated with different treatment. Next both of the groups had been measured

with the test and the results will be compared. The design of the research is as

follows:

Group A O1 X O2

Group B O3 O4

Where:

O1 : Pre test of the experimental group

O2 : Post test of the experimental group

O3 : Pre test of control group

O4 : Post test of control group

X : Treatment

(Sugiyono, 2008: 159)

B. Subject of the Research

1. Population

Population is a group of individuals (or a group of organizations)

with some common defining characteristic that the writer can identify and

study.

So the total of population is 259 students.

2. Sample

Sample is a subgroup of the target population that the writer plans to

study for generalizing about the target population (Sugiyono, 2008: 81).

So the researcher took the data of 70 students for the research.

3. Sampling

In this research, the writer chose two groups as the experimental

group and control group.

C. Variable of The Research

Variable is the object of the study or focus of the research (Arikunto,

2006:118). Independent variable in this study is Twitter ( ) and dependent

variable is writing achievement ( ) of the eighth grade students of SMP N 39

Semarang in the 2012/2013 Academic Year.

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D. Instrument of The Research

a. Observation

As Parrot (2007:19) said that, observation is considered to be

framework for directing the attention of an observer of a lesson, and for

recording the result of the result of this observation in a systematic way.

b. Test

1. Pre-test

Pre-test had been given before the treatment.

2. Post-Test

Post-test had been given after doing the pretest and the

treatments.

E. Method of Data Collection

1. The writer came to SMPN 39 Semarang and chose two classes which have

the same characters for each class of the population as the sample of the

experimental group.;

2. The writer gave questionnaire to the students and observation sheet to the

teacher

3. The writer gave pre-test for both of the groups, to score the result and

analyze them;

4. The writer gave the treatment to the experimental group treatment.

5. The writer gave the post-test to both groups, to score the result and analyze

them

6. After the two groups were given the pre-test, treatment and post-test, two

means of those groups are compared.

7. Finally, the writer draws a conclusion.

F. Technique of Data Analysis

Data analysis is the activity after all data are collected from all

respondents.

RESEARCH FINDINGS AND DISCUSSION

The use of twitter in teaching written recount text

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In collecting the data relating to the students ability in writing recount text, the

researcher gave a test to the eight grade students of SMP N 39 Semarang who

became the subject of this research. The researcher used twiter as the treatment for

the students.

1. The significant difference of students ability in writing recount

text with twitter and without twitter.

a. Overall Analysis

In conducting this research, the researcher has conducted two

teststo measure students improvements. They are pre- test and post-

test. The result below shows the students improvements on post test.

Based on the post test both experimental and control class in

table 4.1 and 4.2, it can be concluded that the score of both classes

show significant differences. It can be seen that the maximum score in

the experimental class is 86 while the control class is 80. The

minimum score in experimental class is 56 while the minimum score

in control class is 20. The mean score in experimental class is 70, 49

while the mean score in control class is 53, 60. It means that the

students score in the experimental class is higher than the control

class.

b. The computation of t-test

To make the analysis more reliable, the scores was analyzed by

using t-test formula. t-test measures the significance of the result for

this research. The effectiveness of the treatment can be calculated

using the following formula:

Before applying t-test formula, the mean of the deviation value of pre-test

and post-test should be found first and then the researcher calculated the number

of deviation quadrate.

DISCUSSION

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Using Twitter can improve the students ability in writing recount text. This

research is conducted in a limited time (2 meetings) in the classroom atmosphere

that was enjoyable for the students to have discussion in class. Twitter can make

the students to be active in studying recount text. There were some steps to use

Twitter in teaching learning process. The first, teacher asked the students to

follow teachers Twitter account. Next, the teacher invited the students to join the

group of class on Twitter. After that, they can share their recount text to the group

of their class on Twitter and then their friends can give comments or opinion

about recount text. In conclusion, the result of this study confirms that Twitter is a

good media in teaching written recount text.

It can be seen by the result of the mean score in experimental class (VIII A) and

control class (VIII B). If it is compared, the mean score of the experimental class

is increasing higher than control class. The mean score of the control class is 53,

6and the mean score of the experimental class is 70, 49. It is clear that the

improvement of the mean score of the experimental class is higher than the

control class.In this research used of Twitter to improve the students ability in

writing recount text. In this activity, most of the students were active, enjoyable,

and comfortable in studying recount text by using Twitter.

To check the significant difference between the students ability after being taught

by using Twitter and without using Twitter, it was analyzed by using t-test

formula. The result of the t-test was8, 66. It should be consulted on critical value

on the t-table using 5% (0,05) alpha level of significance. The result of t-test was

higher than the critical value on the table (8,66>2,0315). It means that there was a

significant difference between teaching written recount text by using Twitter and

without using Twitter.

From the data above, it is obvious that Twitter is able to give contribution for

improving the students ability in writing recount text

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1 The use of Twitter in the class. By using Twitter, the students could

discuss about the text by giving comments or opinion about the text. The

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last step is the material was concluded by the teacher and students

together.

2 From the data analysis, the students who were taught by using Twitter got

the mean score higher than the students who taught without using Twitter.

The experimental group has mean score 70,49 whereas, the control group

has 53,60. So there is significant difference between teaching written

recount text by using Twitter and without using Twitter.

3 There is significant difference of students ability in writing recount text

after being taught by using Twitter and without using Twitter. It is proved

by the data analysis which is got from post-test result.

B. Suggestions

1. For The Teacher

a. Twitter is effective for students learning outcomes.

b. The teacher shouldapply the model better in teaching-learning

activity.

c. The teacher should create the comfortable and enjoyable situation.

2. For The Students

a. The students have to pay full attention in order to achieve a better

achievement in writing recount text.

b. Students should improve their students learning outcomes in

writing by practicing in their daily activities by using Twitter.

3. For The Readers

The readers can improve knowledge after reading this final

project and get experiences as the way to decrease their limitation.

4. For The Writer

The writer can improve knowledge and experience in teaching

writing then he can motivate the students. So the students are more

interested in learning recount text.

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on July 29th 2014